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Mathematical explorations for elementary teachers, including population growth of rabbits, combinations of counters, and coloring buildings. Students are asked to find the number of rabbit pairs produced in a year, the number of combinations of counters, and the ways to color buildings without consecutive stories having the same color. The document also includes reflections on the mathematical properties of these numbers and extensions of the explorations.
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Exploration 1. A (just born) pair of rabbits is placed in a walled enclosure. During the first month of their life the rabbits produce no offspring. They reproduce one new pair of rabbits at the age of 1 month and another new pair of rabbits at the age of 2 months. If each new pair of rabbits reproduces in the same manner, how many pairs of rabbits will be produced by the end of one year? (The production of offspring is pictured in Figure 1: N – new pair, O – old pair) Figure 1. Production of offspring over the five-month span Exploration 2. How many different combinations of two-sided (red and yellow) counters in which no two red counters appear in a row can be constructed with one, two, three, four, five, etc. counters? Draw a diagram (picture) to support your exploration. Exploration 3. Buildings of different number of stories are given and one has to color them with a fixed color in such a way that no two consecutive stories are colored with it. How many ways of such coloring of one, two, three, four, etc.–storied buildings are possible? Note: non-coloring stories at all is considered as a special case of coloring (see Figure 2). Figure 2. All ways of coloring one-and two-storied buildings
Reflections on and extension of Explorations 1-3. What is special about numbers discovered through the production of offspring, painting, and manipulating counters? Describe the property of these numbers mathematically. How do mathematicians call these numbers? Using a calculator, find the ratios of two consecutive numbers discovered. Describe what you have found. Construct a rectangle with length (L) and width (W) for which the proportion L/W=(L+W)/L holds true to the accuracy of 0.1? What is special about length and width of such a rectangle? Construct a regular pentagon (see Assignment 6) and find the ratio of its diagonal to its side to the accuracy of 0.00001. What is special about this ratio? Construct a regular decagon (see Assignment